Larchmont,. NY, ..... Or this strategy may be used when introducing a new topic. ..... published by Eye On Education, 6 Depot Way West, Larchmont, NY, 10538,.
ELA Program of Studies 10-12
Collaborative Learning Prepared for the Alberta Regional Consortia By: Bryan Ellefson Graham Foster Ann Manson Janeen Werner-King
Table of Contents Description of Collaborative Learning Conducting a controversy Literature Circles More Collaborative Learning Strategies T-Charts Group Roles Works Cited Retention, Transfer, & Application of Various Learning Activities Questions to Address Critical-Thinking Skills in Writing Jigsaw Strategy Facilitator’s Notes
1 5 7 10 17 19 20 21 22 23 25
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COLLABORATIVE LEARNING By working with others, students can see different points of view and solutions to a problem. Collaborative learning models the attitudes and interactions that are important in society. Few writers, scientists, engineers, health professionals, teachers or other adults work in isolation. Also, collaborative skills are relevant to the students' lives, not only in future academic and professional settings but also within their families and personal relationships. According to recent research, students learn more effectively when they work collaboratively than when they work individually or competitively. Specifically, students working collaboratively have produced higher achievement scores in several subject areas and in a range of age groups. Students are more positive about school, subject areas, and teachers when they work in cooperative groups. Students are more positive about one another, regardless of ability, ethnic background, or handicap, when they work collaboratively. Students who have mastered cooperative skills are more able to understand the perspective of others, are more positive about taking part in controversy, have better-developed interaction skills, and have more positive expectations about working with others than do students who learn in competitive settings Collaborative learning operates on the principle that the students will each contribute meaningful chunks of information to the group with which they are working. Complex models of collaboration can move students beyond the simpler structures and expectations on which cooperative learning is founded. Collaborative learning strategies are effective as instructional tools that encourage all students to participate actively in making meaning of information that is to be learned. Collaborative learning not only promotes the quantity of knowledge gained but also provides for the development of a greater depth of understanding of that knowledge. In collaborative learning, students work jointly to share information and perspectives. Teachers encourage their students to share their interpretations of content information and personal perspectives about that information. In collaborative learning, students use other students as resources but are also encouraged to question their peers’ views. It often encourages dissent among group members so that meaningful discussion about content knowledge can occur. Determining multiple responses to questions or multiple solutions to problems further promotes collaborative learning. The diversity of knowledge brought out in these learning groups enriches students’ original knowledge base. Collaborative learning makes positive, productive use of student differences.
Another benefit of collaborative learning is improved self-confidence for many students. Because the teammates become responsible for one another's learning and have a vested interest in one another's success, all the students tend to be more successful. Success builds self-confidence. By working together, students find out that each has something important to contribute to the group's work, and,
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as they find out that their ideas can be useful to others, students become more self-confident. Finally, collaborative learning contributes to the goal of making education accessible to all students. As students assume different roles in teams and as they work together toward a common goal, barriers of race, culture, ability, and gender can be broken down. Students learn that each of them has something important to contribute to the success of the team. They get to know one another as people and realize that stereotypes do not apply.
The collaborative learning model developed by David W. and Roger T. Johnson of the Cooperative Learning Center, University of Minnesota, Minneapolis has seven basic tenets: •
Positive Interdependence. Positive interdependence means that students must concern themselves with the performance of all members of the team, not only with their own performance. the Interdependence may be structured through mutual goals, joint rewards, shared resources or complementary roles. A team task must be structured and clearly stated, however, so that each teammate understands it before the team can work successfully.
•
Individual Accountability. Each member of the collaborative team is held accountable for the performance of the team. Each team member must be able to report the results of the team's work and be able to explain how the team got its results. No student can hitchhike on the work of others.
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Heterogeneity. Collaborative teams are heterogeneous in terms of ability, gender, ethnicity, and other personal characteristics.
•
Shared Leadership. All members of the teams share leadership responsibilities. Each member has a job to do, and the team has no formal leader.
•
Partnership. In their teams, students focus on both the academic assignment and the skills they need for working together. They review the success of their assignment and how well they cooperated. They try to improve both academic learning and their ability to cooperate.
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Social Skills. Students learn their social skills the same way they learn the academic material. Proficiency at sharing leadership, communicating, building trust, and managing conflict is not inherent; it must be developed.
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•
Teacher as a Consultant. The teacher acts as a consultant. Problems are turned back to the team for resolution. The teacher provides feedback to the teams on how well the team members work together and suggest means of improvement.
Some social skills that are developed are: •
Shared Leadership. Some examples are: Share the things you use, take turns talking, talk about several answers before choosing one, and discuss many ideas before selecting one..
•
Trust Building. Some examples are: Tell others when they do a job well, show others when you are happy for them, show respect for one another's ideas, and criticize ideas, not people.
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Communication. Some examples are: Ask for help and give help, listen when others talk, show interest in what others say, avoid put-downs, and add to another person's ideas.
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Conflict Management. Some examples are: Look for evidence before you change your mind, ask questions to help you understand one another's point of view, state someone else's opinion that is different from your own.
After participating in collaborative learning groups, students may retain their initial personal views, but the diversity of information that they investigated will enrich these views. Students may also alter their views as a result of participating in collaborative learning groups because of the impact of their peers. As students share information and gain knowledge, views within the group may still vary. Collaborative learning values and, indeed, promotes divergence supported by information and knowledge. …Johnson and Johnson (1994) have provided detailed information concerning the significant differences between what is viewed a traditional group work and more contemporary collaborative learning group work. … In group work, students are able to work on their own. They may occasionally discuss their work with other members of their groups, but ultimately the work they produce is a result of individual effort and not the result of cooperating with peers. … Indeed, students often discover they can be successful only if they ignore the other members of the group or do the work of the other group members. Students may even move their seats or position their bodies so they can remain physically apart from the group.
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Contrasting Group Work and Collaborative Learning Group Work
Collaborative Learning
Students work on their own.
Students are dependent on each other.
Some students do all of the work.
Each student is accountable for the group work and the learning.
Group composition is not related to task.
Groups are formed based on task to be completed.
Social skills are not taught.
The teacher provides instruction in social skills.
Teacher does not participate in the group work.
The teacher groups.
closely
supervises
Adapted from http://www.potsdam.edu/educ/GLC/ike/cooperative.html and Collaborative Learning in Middle and Secondary Schools: Applications and Assessments by Snodgrass and Bevevino, published by Eye On Education, 6 Depot Way west, Larchmont, NY, 10538, (914) 8330551.www.eyeoneducation.com.
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CONTROVERSIES IN THE ELA CLASSROOM A strategy that appears to encourage critical and creative thinking is to engage students in the exploration of controversies arising from their tasks -- the kind of academic conflict that arises when one student's opinions and ideas are incompatible with those of another student. Selecting a Topic It is important that two positions on the issue can be identified, and that the students are able to deal with the content of the topic. The teacher can either present the class with the topic, have the students choose from a list of topics, or have the topics arise from students’ discussion. Preparing Teaching Materials According to the developers of this strategy, the following materials are needed for each position on the issue: • • • •
A description of the group's task. A description of the phases of the process (see Conducting the Controversy in the Classroom). A definition of the positions to be advocated. Resource materials as necessary, which may include: a bibliography of print and electronic resources, handouts, dictionaries, and other materials relating to text and context.
Conducting the Controversy in the Classroom Students will need to be organized into groups, either self or teacher selected, large enough to form two teams within each group. To manage the process in the classroom, students should proceed through a series of phases, as follows: •
Learning the Position. Each team should become thoroughly familiar with their position on the issue by reading the materials and preparing a persuasive presentation. Additional reading may be required to provide support for the position.
•
Presenting the position. Each team presents their position to the other team in their group. It is important to listen carefully as well as ask questions to clarify points on the issue.
•
Discussing the issue. During this phase each team should argue their position forcefully by presenting supporting points from the text and context on the issue. Students should be encouraged to ask their opposing teammates to support their arguments with information and details either from the text or resource materials.
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Reversing positions. In this phase each team presents the opposing team's position in as sincere and forceful a manner as possible.
•
Reaching a decision. In this final phase each group must prepare a report on the issue that summarizes and synthesizes the arguments for both points of view. However, as a group, they must reach consensus on a position that is supported by the evidence. Each group should prepare a single report and be prepared to engage in a large group discussion.
Throughout the process, students should be held accountable by acknowledging a set of discussion rules: 1. I am critical of ideas, not people. 2. I focus on making the best decision possible, not on "winning." 3. I encourage everyone to participate and master all the relevant information. 4. I listen to everyone's ideas, even if I do not agree. 5. I restate (paraphrase) what someone has said if it is not clear. 6. I first bring out all the ideas and facts supporting both sides and then try to put them together in a way that makes sense. 7. I try to understand both sides of the issue. 8. I change my mind when the evidence clearly indicates that I should do so. Throughout the process, critical thinking emerges as students analyze points of view and search for evidence to support their arguments. Facts and information are analyzed in terms of a position or argument. Creative thinking manifests itself in a number of ways. Students have to reverse positions on the issue requiring them to move from one side of the issue to the other. This encourages flexibility in thinking, an important component of creative thinking. Adapted from http://www.potsdam.edu/educ/GLC/ike/contro.html Samples for controversial issues: Sightlines 10
“A Secret Lot in the Water” pg. 106, #2 “The Bata Shoe Museum” pg. 379, #1
Crossroads
“The Sniper” pg. 90, #1.b. “Market Savvy Teens” pg.125, #1.a.
Literature & Media 10
“from How to Write…Love” TG pg. 27, #2 “The Ususal Things” TG pg. 45, #7 TG is Nelson’s Western Canada Teacher’s Guide
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LITERATURE CIRCLES 1 As literary circles address four of the language arts simultaneously (listening, writing, reading and speaking), they offer a viable option for developing not only these skills, but higher-order thinking skills as well. Literary circles can be set up in any number of ways and should be adapted to suit the needs of the teacher and students. The following is one way in which students can be organized: Students or the teacher choose the 4 students in each circle. Students should be in heterogeneous pairs or groups wherever possible. Each circle selects a novel or other extended text to read (approved by the teacher). Students should be given approximately 3 weeks to read the text. (Students can negotiate for more or less time, if necessary.) The students are responsible for completing nightly homework assignments, which might include a few chapters of reading, finding challenging or interesting vocabulary words, and formulating at least 3 discussion questions. Each circle should create its own homework assignments, which must be agreed upon by the members. Additional assignments should be done at least four times during the 3-week book-reading period and should be limited only by the imagination of the group. Some examples to get them started are: 1. 2. 3. 4. 5.
Draw a picture of your favorite scene Write a diary entry from the perspective of one of the characters Create a collage which might be found hanging in the bedroom of one of the characters and write a brief explanation Design a gift for the main character Write a poem or song that expresses a character’s feelings
The teacher should choose particular groups to sit with during class work periods and listen in on the discussions. If interested, the teacher can join an adult book club and share this experience with the students, to help model lifelong learning. O I Do | Autobiography | English Department | KSU | Adapted from http://teachnet.org/docs/ntol/howto/energize/c13707,.htm
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LITERATURE CIRCLES 2 You will be assigned a role that you will fill by writing up a series of questions and answers that you will then share with your group. You will be divided up into groups of four; each group has four roles: the Director, the Passagist, the Connector, and the Researcher. Your role will shift over the course of the semester so that you have the opportunity to play each role. The Director has the responsibility of getting the group to remember details about the text: who, what, where, when, why, and how. The director poses questions that help the rest of the team remember these details. The Passagist has the responsibility of getting the group to look at specific passages in the work that either 1) foreshadow something, 2) reveal something about the characters or situations, 3) are beautifully written or difficult to understand. The Connector makes connections between the reading and either other readings, a movie or TV show, or something in the current news. The Researcher looks up unusual vocabulary, author information, and contextual (historical or cultural) information that help people understand the work better. Specific assignments for each role: • If you are the Director, you must write down your questions about details and then answer them by showing why it’s important to remember this particular detail. Try to pick details that are so concrete that you can point to a specific page for the answer. You should ask at least 5 questions about detail, choosing from your “who, what, where, when, why, and how” options. If the questions can be answered more than one way, they are not sufficiently detail-oriented. After you pose each question, I expect at least a 3-sentence response explaining why it’s important. At the end of your handout, explain how these details relate to the theme or themes of the work. •
If you are the Passagist, you should identify passages by page number and paragraph or line number (in the margins of your text) and explain what is significant about them. You should identify a minimum of 5 passages for discussion. Your explanation should be at least 4 sentences long for each passage. At the end of your handout, explain how these details relate to the theme or themes of the work.
•
If you are the Connector, you should make at least 4 connections between the work and other things, such as movies, books, cartoons, news stories, personal experiences, and so forth. You should explain each connection with a paragraph of at least 4 sentences. At the end of your handout, explain how these details relate to the theme or themes of the work.
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•
If you are the Researcher, you should be able to define every word used in the particular story or poem being discussed. You should also find material on this particular author or historical context. More importantly, you are responsible for processing that information—showing its connections with the work. If you have printouts of information from the Internet, for example, you still need to write a paragraph explaining how this information helps us understand the work. Even if you already know all the words, be sure that you can answer other peoples’ questions about vocabulary as they come up. It is very important to have a sense of a word’s multiple possible meanings, especially when discussing poetry. At the end of your handout, explain how these details relate to the theme or themes of the work and be sure to include a “works cited” that shows your group where to get this information themselves.
Each person should come to class prepared to share his or her findings with his group, with three (or four, if your group has five people in it) TYPED copies of his or her material to share with the group. http://www.ksu.edu/english/naomiw/classes/355/circle.html
LITERATURE CIRCLES 3 Review the roles as listed below for what is required. Completed forms are turned in at the end of each week. New roles are assigned at that time by teammates. Teammates assign roles and notify those who are absent what their role is for the following week. It is expected of anyone who is absent to contact teammates for their role. A) Discussion Director Prepares and asks three (open-ended) questions related to themes and broad issues and feelings related to reading. Has own answers written (25+ words). B) Connection Philosopher List three sections where you find similarity of situation or idea to your life, those around you, or in the world. List quote and page number for each. Explain each connection (25+ words). C) Illustrator Create artwork (draw, paint, sculpt, computer art, collage, etc.) that relates to a theme, idea, or feelings inferred the reading. Explain the piece and include a quote (50+ words).
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MORE COLLABORTIVE LEARNING STRATEGIES Strategy
Description
Outcomes (A)cademic & (S)ocial COMMUNICATION
BUILDING
Roundrobin Roundrobin is an extremely adaptable strategy that can be effective for promoting the expression of ideas and opinions, recalling learned information, and writing creatively. In this strategy, each student has the chance to share a piece of information to contribute to the development of the concept being discussed. (A)—Writing and verbalizing ideas and opinions. Knowledge, comprehension, application. (S)--Equal participation, respecting others’ contributions, sharing ideas. Talking Chips This is a method of providing opportunities for all members of a group to participate in a discussion. In order to talk, a student must place a chip (a pen will do) in a central area. Students cannot talk a second time until pens from everyone are placed in the center. This technique assures that all students have an opportunity to comment on the topic. (A)—Decision making, verbalizing ideas and opinions, listening. (S)—Equal participation, respecting others, sharing ideas. Paraphrase Passport Students correctly paraphrase the person who has just spoken and then contribute their own ideas. (A)—Comprehension, analysis, evaluation. (S)—Presenting feedback. Sharing ideas.
Think-Pair-Share This is a strategy that can be effective for promoting oral participation during classroom discussions. In this strategy, students have the chance to listen to other students and contribute their thoughts in a small group, then provide a response to the question and listen to responses of students from the entire class. The academic skills of factual recall, application, listening, speaking, and higher-order thinking are all practiced with this strategy. The social skills of audience behavior and constructive redirection also occur. The strategy is useful for a review of research references and for categorizing various ideas or items. Think-Pair-Share is also a technique to aid reflection. Students process information and reflect on it at each step. They are asked to consider a problem or topic, then 10
• • •
Think silently for 2 minutes Pair off and share thinking with a partner, and Share thinking with the whole group.
A variation of this method is Think-Pair-Square-Share when two set of pairs combine to share before sharing with the whole group. (A)—Knowledge, comprehension, application, analysis, synthesis, evaluation. (S)—Consensus building, giving feedback, sharing ideas.
Group processing Students evaluate their ability to work together as a group and each member's participation, with an aim to improving how the group works together. (A)—Communication skills, analysis, synthesis, evaluation. (S)— Consensus building, conflict resolution. MASTERY Send-a-Problem Each student writes a review problem on a flash card and asks teammates to answer or solve it. Review questions are passed to another group. (A)—Knowledge, comprehension, application, analysis, synthesis, evaluation. Numbered Heads Together Students are arranged in teams of three or four, and each individual is assigned a number. Groups are assigned a learning task and given time to accomplish it. Everyone is encouraged to learn the material because one group member is later called on randomly to answer for the group. A question is posed, and the number of a student is then called. This student is responsible for the answer. Variations of this strategy include the collection of only one answer sheet when written assignments are completed collectively. (A)--Review, checking for knowledge and understanding, listening, convergent thinking. (S)—Sharing ideas and positive feedback. Cooperative review Student groups create and engage in a variety of games to review material. They take turns asking other groups the questions. The group asking the question gets a point for asking the question. The group initially called on gets a point for a correct answer. Then a second group can receive a point if it can add any important information to the answer. In a variation on cooperative review, the teacher brings in the questions.
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Another variation combines Numbered Heads Together with cooperative review. That is, when the teacher or students ask the review question, students first discuss their answers with their teammates. After this brief “heads together” time, a number is called—1, 2, 3, or 4. Students with the corresponding numbers have the opportunity to come up with the right answer. A second number is called after a correct answer is provided, and another student can earn a point for his or her team by adding information to the original correct answer. If the teacher feels there is still important information to be brought out, a third number may be called, and so on. (A)—Knowledge, comprehension, application, analysis, synthesis, evaluation. (S)—Planning, group decision-making, reaching consensus.
CONCEPT DEVELOPMENT Three-Step Interview Students in groups of four first work in pairs. One student interviews or questions another student then switches roles with the interviewer becoming the one interviewed. Students share with the group information they learned in the interview in a "round robin" fashion. They may share personal information such as hypotheses, reactions to a poem, or conclusions formed from a unit. Or this strategy may be used when introducing a new topic. Questions such as: "What do you already know?” or "What do you want to learn?” and "How can we do this?" increase student awareness and motivation. (A)—Knowledge, comprehension, application, analysis, synthesis, evaluation. (S)—Planning, participation, listening. Brainstorming Students in small groups encourage each other to generate ideas and examples regarding a particular topic or problem and to build upon each other's ideas. Students experience the realization that responses to any question can be varied and that their own view is not the only possible way to look at an issue. The students practice listening to others and have the opportunity to compare and contrast what they think is memorable or valuable or relevant with their classmates. (A)—Application, analysis, synthesis, and evaluation. (S)--Participation, involvement.
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MULTIFUNCTIONAL Roundtable Roundtable is a technique used for brainstorming or reviewing. Groups are seated around a table with one pencil and one piece of paper. A question is posed, and students take turns recording answers on the paper as it is passed around the table. The question should be carefully chosen. It should have multiple answers, and students should be capable of answering it. When time is called, teams count their responses written on the paper. Answers are then shared and validated by the entire class. Teams should share their successful strategies before going on to another round. Variations of this technique include rewarding the group with the most complex or complete answers. In Simultaneous Roundtable, more than one pencil and paper are used at once. (A)—Assessing prior knowledge, practicing information, creating cooperative art. (S)—Teambuilding, participation of all.
skills,
recalling
Partners Students work in pairs to create or master content. They consult with partners from other teams. They then share their products or understanding with the other partner pair in their team. (A)--Mastery and presentation of new material, concept development. (S)--Presentation and communication skills.
Group investigation This is a general classroom organization plan in which students work in small groups using collaborative inquiry, group discussion, and planning. In this strategy, student groups identify a topic from a unit being studied by the entire class and organize into research groups to plan learning tasks or sub-topics for investigation. Individual students gather and evaluate data and synthesize findings into a small group report. (A)—Learning and sharing complex material, often with multiple sources. Evaluation, application, analysis, synthesis, presentation skills. (S)—Planning, group decision-making, conflict resolution.
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IDEA A process for making considered decisions is the four-step IDEA method: 1. Identify the problem, 2. Describe all the options, 3. Evaluate all the options, and 4. Arrive at a decision. Students could apply the IDEA method to group tasks and/or intra-group problems. After they practice making decisions using this method, students should find that the process becomes more automatic; they learn to consider many options before choosing one. The concept of balance is included when students consider the positive and negative effects of various options before making a decision. Students will be required to: • • • •
Explain the different strategies that exist for making decisions; Identify more than one possible option for a decision; Identify several positive and negative consequences of each option; Arrive at a decision and explain how it was arrived (A)—Learning and sharing complex material, often with multiple sources. Evaluation, application, analysis, synthesis, presentation skills. (S)—Planning, group decision-making, conflict resolution.
Peer Editing for any writing assignment, whether it is a writing log for biology class or a movie review for English class, peer editing provides an excellent small-group activity that promotes analysis and asks students to exercise critical judgment. In addition the sometimes-delicate process of providing helpful comments without dwelling on negatives gives students invaluable experience in productive social interactions. Constructive peer editing is very hard for students to do. It requires teachers to first train students to read each other’s work with the object of helping that person create a better product. To encourages such positive analysis, teachers can have students generate T Charts or provide guidelines for students to follow (A)—Evaluation, application, analysis, synthesis. (S)—Giving positive feedback, sharing ideas.
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Fishbowl Small Group Collaboration This strategy combines the efforts of small groups with individual presentation as students considers an issue, decide on the group’s viewpoint on that issue, and send a representative to the centre of the room to present the opinion of the group. The representative presents the prepared view and also has the opportunity to engage in spontaneous dialogue with the other fishbowl presenters. The class is divided into small groups; they then choose a spokesperson to give their point of view in the fishbowl. The whole class listens to the representative of the groups as they give their group’s viewpoint and supporting reasons for their decision. After listening carefully to each participant in the fishbowl and taking notes on the various views and supporting reasons for those views, students return to their small groups—or begin an individual assignment—to create a text on the issue. Students have trouble when trying to interact immediately in speaking activities that require them to use content knowledge and apply that to spontaneous interaction. Teachers wishing to discuss controversial issues and put students into roles that explore the several sides of an issue can employ role-playing first, then engage students in three-step interviews and finally plan a fishbowl activity. Using the fishbowl allows the teacher to encourage several critical-thinking skills while also promoting clarity in argumentation. (A)—Evaluation, application, analysis, synthesis. (S)—Giving positive feedback, sharing ideas.
http://www.ncbe.gwu.edu/ncbepubs/pigs/pig12.htm http://www.potsdam.edu/educ/GLC/ike/coop.html
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WORDSPLASH A wordsplash is a collection of key words or concepts taken from a text—visual, print, oral, or multi-media--which the students are about to read. The words selected represent important ideas that the teacher wants students to attend to when they actually do the reading later, but initially the students' task is to make predictive statements about how each of the words relates to the text and/or context. Display selected words randomly and at angles on a visual (overhead or chart). Students brainstorm and generate complete statements (not just words or phrases) which predict the relationship between each word and the text and/or context. Once students have generated statements for each word they turn to the text, read to check the accuracy of their predictive statements and revise where needed. Suggestions, Applications and Variations:
1. Create a Wordsplash prior to having a guest speaker: if time permits share the students' predictions with the speaker in advance of his presentation. 2. Create a Picturesplash: "What do you think these pictures have to do with Romeo and Juliet?" •
Create an artifacts box: collect and place objects into a shoe or other box and ask students to predict what the text will be about.
3. Use the Wordsplash/Picturesplash/Artifacts box as a summarizing strategy: students read and then create their own Wordsplash of what they consider to be the key words or ideas in the passage.
Adapted from http://www.potsdam.edu/educ/GLC/ike/word.html Wordsplash/Picturesplash/Artifacts example created by Darlene Montgomery, Calgary Board of Education.
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DEVELOPING T-CHARTS to help students analyze how groups function well Description: An important aspect of cooperative learning involves helping students understand how groups function and what to look for in successful groups. Socialization is an important yet often overlooked part of a student's academic preparation. Employers express interest in employees who are able to work in teams with their peers on projects which require group brainstorming. What better place is there than within the safety of a classroom to provide this training and practice. T-Charts provide a mechanism for students to focus on what is going on in their groups by asking them to identify what a desired behavior would look like and sound like to an outsider observing the group in operation. A two column format is used with student suggestions about what one would observe in a group which was functioning well on one side and what they would expect to hear within the group on the other side. Students are asked to complete the forms individually and then share their observations with the larger group. Finally a master list is developed using input from all the groups in the class. This master list becomes the model by which all the groups should operate. An advantage of this form of group processing is that the preferable traits are generated by the students and may be used as classroom rules of decor. Teacher generated rules or procedures are less effective since they are often imposed upon students by an external power source. In addition students have a formal listing of ideal behaviors to refer to when dealing with their peers who may not be living up to good group behaviors. Purposes: 1. To help students focus on group behaviors which will facilitate good group interactions. 2. To encourage students to develop a code on conduct for their groups. 3. To involve students in establishing class procedures and appropriate reactions to students who do not contribute to group processes. 4. To highlight a series of potential problems associated with group interactions and work toward solving these problems by developing a consensus of the group. 5. To provide a visual guide to good group functioning. Lists of characteristics may be placed around the room on posters as a reminder to students or particular items may be emphasized from week to week. Alternate uses: •
Students might be asked to write a manual on good group functioning characteristics to be used throughout the semester to help their groups function better.
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•
The master lists may be used to help students observe their group as it functions or to observe other groups with the idea of making constructive suggestions for better group performance.
Implications/applications for collaborative learning opportunities: Students work individually initially to develop characteristics of good group behaviors and then come together in their groups to share their observations. A Round Robin structure would be appropriate here. In this activity each student contributes one item at a time until all their observations are completed, avoiding duplication. The Round Robin can then be run with the entire class by receiving suggestions from each group, one at a time. After the list is completed a final review is made and accepted by the whole class. Sample T Chart:
WHAT ARE EFFECTIVE GROUPS LIKE?
LOOKS LIKE
SOUNDS LIKE
• •
•
• • • • • •
People look busy one person is talking to the group and the other people are listening People are facing each other Everyone is sitting at the table versus sitting sideways or with their backs to the table Interested in one another People are sharing materials Some people may work in pairs and then work with the whole group People look prepared, they have problems worked out or written assignments completed
• • • • • • •
People are sharing ideas with each other People sound enthusiastic but not loud There is laughter in some groups One person is talking at a time Different group members ask questions of the group Discussion is focussed on the subject People are talking about their experiences with the subject in previous classes Students may be discussing real life experiences and problems they have concerning their approach to studying or preparing for exams, etc.
Other topics for T Chart Development Staying on task Encouraging Equal participation Criticizing ideas not people Taking turns
Being responsible Staying with the group Contributing ideas Praising/no put downs
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GROUP ROLES Summarizer—restates the group’s major conclusion or answers Checker of understanding—ensures that all group members can explicitly explain how to arrive at an answer or conclusion. Accuracy coach—corrects any mistakes in another member’s explanations or summaries. Elaborator—relates current concepts and strategies to material studied previously. Research-runner—gets needed materials for the group and communicates with other learning groups and the teacher. Recorder—writes down the group’s decisions and edits the group’s report. Encourager of participation—ensures that all members are contributing. Observer—keeps track of how well the group is cooperating. Timekeeper—makes sure that tasks are accomplished on time: keeps the group aware of the amount of time to work in. Praiser—praises good ideas; helps members feel good about their contributions. Encourager—asks silent members what they think or what they can add; listens to others in a way that encourages them to speak. Harmonizer—attempts to settle disagreements; reduces tension; seeks compromise. Noise monitor—uses a non-verbal signal to remind group members to quiet down. Energizer—energizes the group when motivation is low by suggesting new ideas, through humour, or by being enthusiastic. Reporter—reports the group’s findings to the class.
http://www.potsdam.edu/educ/GLC/ike/role.html
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Works Cited Andersen, N., Barry, J., et al. (2001). Literature & Media 10. Scarborough: Nelson Thomson Learning. Andersen, N., Barry, J., et al. (2001). Literature & Media 10 Western Canada Teacher’s Guide. Scarborough: Nelson Thomson Learning. Crane, M., Fullerton, B. & Joseph, A. (2000). Sightlines 10. Toronto: Prentice Hall Canada. Crane, M., Fullerton, B. & Joseph, A. (2000). Sightlines 10 Anthology Teacher Guide Western Edition. Toronto Prentice Hall Ginn Canada. Davies, R., Kirkland, G. & Siamon, J. (2000). Crossroads. Calgary: Gage. Hunter, J., Siamon, J., et al (2000). Crossroads 10 Teacher’s Guide Western Curriculum Edition. Calgary: Gage. Snodgrass, D.M., & Bevevino, M. M. (2000). Collaborative learning in middle & secondary schools: Applications & assessments. New York: Eye On Education. Websites http://www.cde.ca.gov/iasa/cooplrng2.html http://www.ncbe.gwu.edu/ncbepubs/pigs/pig12.htm http://www-personal.ksu.edu/~naomiw/classes/355/circle.html http://www.potsdam.edu/educ/GLC/ike/strategies.html http://teachnet.org/docs/ntol/howto/energize/c13707,.html http://www.mcps.k12.md.us/curriculum/english/elg_lit_circles.htm Helpful Information Assessment Rubrics Gage
Crossroads 10 Teacher’s Guide Self Assessment Rubric page 410 Group Assessment Rubric page 411
Nelson
Literature & Media 10 Western Canada Teacher’s Guide Group Work page 240
Prentice Hall Canada Sightlines 10 Teacher Guide Western Edition Group Work: Self Assessment Scale 20
Retention, Transfer, & Application of Various Learning Activities
Learning Activity
Consequences: Average amount of retention, transfer & application
Lecture Reading Audio-Visual
5% 10 % 20 %
Demonstration Discussion Group Practice "real world" Applications
30 % 50 % 70 %
Teach Others / Immediate Use of Learning
90%
Based on an 11 year research project that asked the question, "What causes learning in classrooms?" Adapted from http://www.potsdam.edu/educ/GLC/ike/acti.html
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Questions to Address Critical-Thinking Skills in Writing Critical Thinking Skill
Sample Question
Observation
What specific details are you listing?
Examining Assumptions
What have you assumed to be true? Is your assumption based on verifiable fact?
Gathering and Classifying Data
Where did you gather information? Is your classification outline logical?
Making comparisons
When asked to compare two characters, have you stated their similarities and differences?
Considering Classifications
Is there another way to organize your information? Would it be just as good, better, or not as logical?
Making Educated Guesses
What do you think has happened or will happen? Have you stated your hypothesis clearly?
Making Critical Judgments
Did you explain your reasons for picking one view over another?
Interpreting Information
When you examined your data and the statements you have made as a result, do the data verify your judgment?
Creating Imaginary Scenarios
Is your creation believable? What details have you included to make it so?
Using Marking Codes
Have you identified and labeled your assumptions, judgments, values statements?
Solving Problems
Have you collected enough data to come to a logical conclusion? Did you have to address any sub-problems in order to solve the problem? Do your data support your conclusions?
Summarizing Information Have you included all data needed to support your view? Have you stated the summary clearly? Are there any data included originally that are not needed for the summary?
Adapted from Collaborative Learning in Middle and Secondary Schools: Applications and Assessments by Snodgrass and Bevevino, published by Eye On Education, 6 Depot Way West, Larchmont, NY, 10538, (914) 833-0551.www.eyeoneducation.com.
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JIGSAW STRATEGY Cooperative Groups: Distribute a set of reading materials or problems to each group. The set needs to be divisible into the number of members of the group (2, 3, or 4 parts). Give each member one part of the set of materials. Preparation Stage: Allow individual students sufficient time to review or work on their assigned material and become an expert on it. You may assign them the cooperative task of meeting with someone else in the class who is a member of another learning group and who has the same section to prepare. Both of them need to help each other plan how to teach the material or explain their problem solving to the other members of their original cooperative groups. Practice Pairs or Groups: Assign students the cooperative task of meeting with someone else in the class, or another preparation pair, who have learned the same material to share ideas as to how the material may best be taught. These practice groups review what each plans to teach their group and how. The best ideas of both individuals or pairs are incorporated into each presentation. Cooperative Groups: Have students return to their original cooperative groups and assign them the cooperative tasks of teaching their area of expertise to the other group members and learning the material being taught by them. Evaluation: Assess students' degree of mastery of all the material. Reward the groups whose members all reach the preset criterion of excellence or give bonus points on their individual scores if this criteria is met. Students will need to evaluate themselves on how well their group did in the jigsaw (e.g., active listening, checking each other for understanding, and encouraging each other) and set goals for further interaction. The Jigsaw is a flexible way of structuring positive interdependence among group members and teachers have developed many variations. Here are several modifications that are helpful in different circumstances: Give students subtopics and have them use reference materials in the library to research their subtopic. This frees the teacher from having to arrange materials in advance.
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Have the group write a report or give a class presentation on the overall topic, with the specification that it includes all the subtopics presented in the group.
Prepare outlines or study guides of what each subtopic should cover and have students read the same text, organizing and becoming experts on the material highlighted by their outline or study guide.
Adapted from http://www.potsdam.edu/educ/GLC/ike/jigsaw.html
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COLLABORATIVE LEARNING FACILITATOR’S NOTES
Materials List A copy of the Pilot Draft of the Program of Studies is essential for this session. Have duplicating done in batches. Activity One pages 1-4 Activity Two Conducting a controversy pages 5-6 Literature Circles pages 7-9 More Collaborative Learning Strategies pages 10-16 T-Charts pages 17-18 Group Roles page 19 Handouts Works Cited/Helpful Information Retention, Transfer and Application Chart Questions to Address Critical-Thinking Skills in Writing Jigsaw Strategy’s description Overheads for Group Roles, Activity Two “expert” and “home” group activities.
Presentation Notes Intro [5 minutes] • What do you know about? • Who here uses cooperative and /collaborative learning? • Concerns? ACTIVITY ONE Think-Pairs-Square-Share Activity [40 minutes] • Read the 4-page handout, “Collaborative Learning.” • [Read—5] Think about: Positives? Negatives? Interesting? [2], Pair [4], Square[10], Share [9] • Have the group do a self-assessment from one of the Teacher’s Guides
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ACTIVITY TWO Jigsaw Activity [70 minutes] • Form home groups Each member of the home group chooses a collaborative strategy to become an ‘expert’ on. *Literature Circles *Collaborative strategies for *More Collaborative expert groups Strategies *Controversies in the ELA *T-Chart *Classroom • Have participants move to expert groups. • Give expert groups all the handouts for their group. They can distribute them to their home group. • Use “Group Roles” as an overhead & handout. and have group members choose two or more roles for working in their expert group. [.] Activities in expert group: • Members pick role[s] from “Group Roles” list for each group member. • Each member may have more than one role, but not all roles need to be used. • Since everyone reports back to their home group they all should be recording] • Create ideas about how you will teach your home group: Ways an ELA teacher could use the collaborative strategy in Grade 10 courses for one of her/his lessons or units. • What Specific Outcomes in the Program of Studies does the strategy address? • Assess yourselves—individually and as group using the CAMP criteria for collaboration for English 10 and 13. •
Return to home groups
Activities in home group: • The ‘expert’ teaches the home group about the strategy they worked on. • The home group assesses the Positives/ negatives/ interesting for each collaborative learning strategy. Metacognitive activity in home group — [20 minutes] • Group Metacognitive How did you choose your expert group members? How did you decide the order of ‘expert’ presentations? •
Personal Metacognitive What group role[s] did you have? How were they decided? [Choice? Assignment?] Which roles are you most comfortable with? Which roles do you want to try? Which roles did you try to avoid? 26
What goals would you set for yourself for the next time you participate in something like this? Wrap-up [5 minutes] • Include “Learning Activities” research profile on OH • Revisit concerns • Distribute handouts Works Cited Retention, Transfer, & Application of Various Learning Activities Questions to Address Critical-Thinking Skills in Writing Jigsaw Strategy’s description
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